Provide the requested context information for the class selected for this assessment. This format is designed to be completed electronically. Use as much space as needed to respond.
About the school where you are teaching
1. Where are you teaching?
Middle school X High school
Other (please describe) __
2. List any specialized features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment. The class environment in which we attended was an English class within a program called the Academy. This program takes academically at risk ninth grade students and places them with a team of teachers that become very present within the students’ academic career. This English class is also co-taught with the teacher and a paraprofessional of special education.
3. Describe any district, school, or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests. N/A
About the subject area/course you are teaching
4. What is the name of the course you are documenting? English 9
5. What is the length of the course? o one semester x one yearo other (describe) _
6. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)? 48 min.
7. Is there any ability grouping or tracking in mathematics? If so, please describe. The Academy: This program monitors the progress and behavior of this specific demographic of student.
8. Identify any textbook or instructional program you primarily use for mathematics instruction. If a textbook, please provide the name, publisher, and date of publication. N/A
9. List other resources (e.g., SmartBoard, graphing calculators, on-line resources) you use for mathematics instruction in this class. SmartBoard (not used for mathematics)
About the students in the class featured in this assessment
10. Grade level composition of the class 9th
11. Number of:
a. students in the class: 3rd hour—21, 4th hour—19
b. males: 24 females: 16
c. English language learners N/A
d. students identified as gifted and talented N/A
e. students with Individualized Education Plans (IEPs) or 504 plans 14
12. Complete the chart below to summarize the required accommodations or modifications for special education students or gifted and talented students that will affect your mathematics instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.
Special Education Category
Number of Students
Accommodations/Pertinent IEP Objectives
Example: Learning Disability
Example: 4
Example: Close monitoring, follow up, and Resource Room
Reading and Writing Difficulties (comprehension and literacy)
Attention Deficit Disorder (along with LD)
Emotional/Behavioral
Unknown
Unknown
Unknown
Instructional practices
more use of visual aids and graphic organizers
reading aloud
1 on 1 work which deals with individual progress monitoring known as “reading checks” to gauge student’s fluency
Lesson Schedule
Period is broken into segments and gone over at the beginning of class. This strategy is to prevent disconnect in the student and promote engagement
Focus is 1 on 1
Stressing independence (Mr. Perron, the paraprofessional, said his goal is to work himself out of a job)
Provide the requested context information for the class selected for this assessment.
This format is designed to be completed electronically. Use as much space as needed to respond.
About the school where you are teaching
1. Where are you teaching?
Middle school X High school
Other (please describe) __
2. List any specialized features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.
The class environment in which we attended was an English class within a program called the Academy. This program takes academically at risk ninth grade students and places them with a team of teachers that become very present within the students’ academic career. This English class is also co-taught with the teacher and a paraprofessional of special education.
3. Describe any district, school, or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.
N/A
About the subject area/course you are teaching
4. What is the name of the course you are documenting? English 9
5. What is the length of the course? o one semester x one year o other (describe) _
6. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)? 48 min.
7. Is there any ability grouping or tracking in mathematics? If so, please describe.
The Academy: This program monitors the progress and behavior of this specific demographic of student.
8. Identify any textbook or instructional program you primarily use for mathematics instruction. If a textbook, please provide the name, publisher, and date of publication.
N/A
9. List other resources (e.g., SmartBoard, graphing calculators, on-line resources) you use for mathematics instruction in this class.
SmartBoard (not used for mathematics)
About the students in the class featured in this assessment
10. Grade level composition of the class 9th
11. Number of:
a. students in the class: 3rd hour—21, 4th hour—19
b. males: 24 females: 16
c. English language learners N/A
d. students identified as gifted and talented N/A
e. students with Individualized Education Plans (IEPs) or 504 plans 14
12. Complete the chart below to summarize the required accommodations or modifications for special education students or gifted and talented students that will affect your mathematics instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.
Learning Disability
4
Close monitoring, follow up, and Resource Room
Attention Deficit Disorder (along with LD)
Emotional/Behavioral
Unknown
Unknown
Lesson Schedule